Teacher - Teacher Interaction in Special Needs School for Children with Intellectual Disability

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K03036
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09060:Special needs education-related
• Research Institution: Fukuoka Jo Gakuin University
• Principal Investigator: Matsuzaki Yasuhiro 福岡女学院大学, 人間関係学部, 教授 (70551745)
• Co-Investigator(Kenkyū-buntansha): 山之内 幹 南九州大学, 人間発達学部, 准教授 (00866494) ; 城間 園子 琉球大学, 教育学研究科, 准教授 (30782346)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: ティームティーチング / 教師間インターラクション / 特別支援学校 / 知的障害 / 朝の会

Outline of Final Research Achievements

Team teaching has become a regular form of instruction in special needs school for children with intellectual disabilities. In the "Asa no kai (Morning Meeting)" program in elementary school section, it was observed that the main teacher led the program and the assist teacher gave individual instruction to the children. In addition, the assist teacher looked at the main teacher more often than the main teacher looked at the assist teacher. It was confirmed that the main teacher was teaching the class while observing all the children in the class, and the assist teacher was providing individual instruction to each child while checking the teaching behavior of the main teacher. However, teachers showed a little teacher-teacher interaction in the "Asa no kai (Morning Meeting)" program because the program was routine.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

特別支援学校の授業の多くがティームティーチングで実施されているため、主指導者と副指導者の役割への関心が高かった。一般的に副指導者は主指導者のサブと考えられており、ティームティーチングにおいて副指導者は主指導者の指示以外の行動を行うべきでないと記述した教科書もある（日本肢体不自由教育研究会、2009）。今回の調査において主指導者は主に授業を進行し、副指導者は児童の個別指導・支援を行っていた。このことから、副指導者をサブとする考え方は、少なくとも知的障害特別支援学校においては適当でないことを示した。